FY15 Descriptors
1. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part A and Part D; Title III; Title IV; IDEA; Perkins; EHCY
A description of the process the LEA used to determine the academic needs of its student body including the unique needs of students served
through each applicable federal program. An analysis of the results should be included.
The school improvement planning process of the Pulaski County School System began with site-based management
to develop and implement individual school improvement plans for each school within the system. The Rauhauser
School Improvement model (based on Effective Schools research), along with local initiatives, has been utilized for
a number of years. Each school in the system has incorporated the team approach to lead faculty and staff members
through this multi-year planning process. Each school uses the school improvement process to conduct a SACS
school improvement accountability plan. Every school in the Pulaski County School System is SACS accredited,
earning the SACS District Accreditation in 2014. At regularly scheduled system level staff meetings, school
administrators offer reports of the school improvement process. Through these meetings, Central Office personnel
are included in the decision-making process for all major curriculum and instructional matters. All system-level
administrators and school-level administrators have been involved in the Georgia Leadership Institute for School
Improvement Base Camp and Summit trainings. The GLISI process supported and enhanced our school
improvement efforts and contributed to our SACS planning process. Our desire for continuous improvement in
student achievement and meeting the needs of all students has been the cornerstone of the Pulaski County School
System's support of additional funding sources through available grants. Each school has been in a detailed self
analysis in the quest for these funds. Pulaski County Middle School has been involved in a similar process for
several years during the application process for the Title II-D Technology Grant, and Hawkinsville High School has
recently been involved in an in-depth self-analysis and received funding for the Comprehensive School Reform
Grant, since 2008 has been involved in the PAGE High School Redesign Initiative, and beginning in FY 2011 is a
recipient of the School Improvement Grant SIG (1003g). In Fy14 RT3 funds were used to continue many initiatives
that were started during the prior grant periods. The Pulaski County School System participates in all state mandated
state testing programs annually to determine the needs of all students inclusive of Homeless, English Language
Learners, and Migrant students with the use of the following assessment tools: End of Course(EOC), The Georgia
High School Writing Test (GHSWT), The Georgia Kindergarten Inventory of Developing Skills (GKIDS), The state
criteria for eligibility in the Early Intervention Program (EIP), and Georgia Alternate Assessment (GAA). Teachers
also use the Pyramid of Interventions and a combination of the appropriate initial assessments to identify special
needs students for referral to the Special Education Department, which then follows up with a comprehensive
psychological assessment for placement determination. The System Assistant Superintendent together with school
level Assistant Principals for Instruction and the System testing coordinator, examines and disaggregates the test
results of all students and subgroups; e.g., SWD, ethnicity, gender, etc., and presents these results to the Local
School Board, local school staff members, parents, and the community. This information is also displayed and
evaluated through the use of a Balanced Score Card made available through the local website. We are currently
involved in building capacity in the area of assessment by training school improvement team members in test
analysis. The software Thinkgate will be used as an additional tool for analysis of student data. The result of this
disaggregation is used for assessment, evaluation, and instructional planning for individual and group needs.
Targeted student needs as outlined in the Pulaski County School System local plan. Pulaski Elementary School used
2013 CRCT data to determine targeted students to focus on for the 2013-14 year. Walkthroughs were conducted to
determine instructional strengths and weaknesses in math classrooms, to identify teachers in need of support in order
to enhance instructional strategies and best practices in Math, to give specific feedback to teachers in need,
developed professional learning to develop the needs for targeted teacher and conducted walk-throughs to monitor
strategies.
In 2013-2014 PCES identified at risk math students using specific criteria including previous year’s state
assessment. From this list 53% of these students had met in the previous year. According to the 2014 spring
assessment data, 66% of these students met or exceeded on the math section of the CRCT. Due to the strategies
implemented within the math classrooms, PCES students exceeded the state average in math. Science and Social
Studies are areas of concern as PCES continues to score below the state average.
At Pulaski County Middle School, in Reading and ELA the area of greatest concern is 6 th grade ELA where 6% did
not meet standards. W e are continuing to increase efforts in Math to try to increase the percentage of meets and
exceeds. The percentage of did not meets for Math at the 7th grade is our greatest concern with 25% did not meet.
Pulaski County Middle School Science and Social Studies Scores are nowhere near where we want.
Our analysis of 2014 high school data indicates: Slight increases were seen on the EOCT in the areas of 9th Grade
Literature, American Literature, and Biology.
The Georgia Department of Education (GaDOE) submitted to the U. S. Department of Education (US ED) an
application requesting flexibility through waivers of ten Elementary and Secondary Education Act of 1965 (ESEA)
requirements and their associated, regulatory, administrative and reporting requirements. On February 9, 2012,
Georgia’s Elementary and Secondary Education Act of 1965 (ESEA) Flexibility Waiver was approved by the US
ED. Two of the ten requested waivers directly affected supplemental educational services (SES) and public school
choice (Choice). The waiver allows local educational agencies (LEAs) greater flexibility in designing a flexible
learning program tailored to the needs of their school and will have the capacity to serve more students in need for
additional academic support.
According to the ESEA guidelines:
Pulaski Elementary: Math continues to be a focus for PCES in order to close the achievement gap, and more
emphasis on Science in grades 3 – 5.
Pulaski Middle School: Our focus for 2014-2015 will continue to be on Science for all grade levels and 7th grade
Math.
Hawkinsville High School: Was taken off of the Priority list in the Fall of 2013. Many of the SIG initiatives were
continued through the Race to the Top Scope of Work for FY14.
This information will be updated each school year and added to the system website at www.pulaski.k12.ga.us . The
goals from the Pulaski County School System three-year system improvement plan are in effect until fall 2016 and
will be reviewed and revised at that time by the System Planning Committee. The CRCT, EOCT, Georgia Milestone
and SLO test data is disaggregated in a variety of ways including by grades, subgroups, and curriculum areas. This
data is shared with administrators, teaching staff, and the local school board. Specific curriculum needs of subgroups
and grade levels are then addressed by the teaching staff at each level. These results are also shared with the parents
and community through the local system website, newsletters, local newspaper articles, School Councils, PTO
meetings, parent conferences, and hard copies located in the media centers and at the local board office. Student
academic assessment data, school attendance, disciplinary information on student and staff infractions, and safety
issues will be analyzed each year to determine how to address student needs with regard to safety, drug awareness,
violence awareness, bullying awareness, peer mediation, and conflict resolution. In addition to the preceding data,
surveys for students, staff, and parents will be administered each fall and/or spring to determine: Safety Concerns,
Frequency and type of safety-related incidents, Frequency and type of drug- and tobacco-related incidents. The
results will be shared with staff and parents in the fall of each year.
Pulaski County Schools' Assistant Superintendent (who serves as the Title II-A Coordinator) uses a written Needs
Assessment Worksheet to address the issues of teacher and paraprofessional highly qualified status, class size,
recruitment and retention needs, and staff professional development needs. This needs assessment is comprised of
information garnered from the principals through the Title II-A Needs Assessment Worksheet. Principals, teachers,
paraprofessionals, other staff members, parents and community members participate in surveys conducted in the
spring and summer of each year. Recruitment and retention needs are identified informally throughout the year
through administrative meetings. Other sources of information include the Georgia Professional Standards
Commisssion Equity Technical Assistance reports, CPI reports, AYP reports, student achievement test data such as
Georgia Milestone Assessment Date, the School Report Card and school improvement plans. More collaboration
will be garnered from business partners, Higher Educations, and with parents and school system personnel to
accomplish the annual needs assessment, prioritization of needs, and action planning that addresses all equity
components through community meetings such as Rotary, Archway Committee, and the Pulaski Education
Foundation.
As of the end of the school year 2013-2014, all schools in the Pulaski County School District were 100% Highly
Qualified. The Pulaski County School System is 100% HiQ.
Pulaski County School System uses bands to determine the experience level of teachers. The Experience Level
Bands are as follows: Low – Less than three years, Middle – Three to twenty years, and High- More than
twenty years. Teacher experience at Pulaski County Elementary School (PCES) is 3 teachers are at the Low
level (6.52%), 27 teachers at the Middle level (58.7%), and 16 at the High level (34.78%). Teacher experience
at Pulaski County Middle School (PCMS) is 2 teachers at the Low level (10.53%), 14 teachers at the Middle
level (73.68%), and 3 teachers at the High level (15.79%). Teacher experience at Hawkinsville High School
(HHS) is 1 teacher at the Low level (4.17%), 16 teachers at the Middle level (66.67%), and 7 teachers at the
High level (29.17%). The teacher experience for Pulaski County School System is 6 teachers at the Low level
(6.74%), 57 teachers at the Middle level (64.04%), and 26 teachers at the High level (29.21%).The system has
been concentrating on the professional learning in each school for the teacher evaluation tool Teacher Keys.
Embedded in this process is extensive attention to differentiation within classrooms. Teachers at each level have
also attended specific professional learning workshops for differentiation and the middle school attendees have
had the opportunity to redeliver to each teacher in the school.
Pulaski School System exceeds state guidelines for class size. Federal funds, Title I, II-A, and other grants, have
afforded us Class Size Reduction teachers. The average class size for each school is as follows: Pulaski County
Elementary – 17, Pulaski County Middle – 22, and Hawkinsville High School – 20.
Teacher retention rate for our schools is as follows: Pulaski Elementary – 89.13%; Pulaski County Middle – 68.4%;
and Hawkinsville High School – 75%. This is a system average of 77.51%.
For a small community and school system, Pulaski County has had the opportunity to recruit teachers who are
highly qualified or have an acceptable pathway to become HiQ. Pulaski County was 100% HiQ in FY 13.
All paraprofessionals are HiQ.
Pulaski County has seen improvement in most areas when looking at our State test data. Due to these improvements
and the realization more improvements are needed the prioritized needs addressed in our needs assessment have not
changed for the upcoming year. Through our Needs Assessment process, the following needs have been prioritized
for Pulaski County Schools:
FY 15 Prioritized Needs:
 Lower student/teacher ratio through class size reduction;
 Retention of highly qualified teachers and paraprofessionals;
 Recruitment of highly qualified teachers and paraprofessionals;
 Professional learning to meet diverse needs of all students.
However, after the equity plan was submitted and published, the principals of Hawkinsville High School and Pulaski
County Middle School retired. Pulaski County School District is placing a high need on induction of the two new
principals and the two new assistant principals.
The FY15 Equity Indicators Selected for focus are: a)Teacher Preparation and Ability to Meet Diverse Needs of
Students - Administrators and academic coaches will perform focus walks to look for differentiation in classrooms.
When deficiencies are observed the teachers will take part in job embedded professional development to address the
deficiencies and b) Class Size Equity -Pulaski County will use any available funds to reduce Class size for two
reasons: 1) To insure equity throughout the system and 2) to improve test scores in Math and ELA at all schools.
The system currently uses Title IA and Title IIA funds to assure all students are receiving the smallest class size
feasible. However, after the equity plan was submitted and published, the principals of Hawkinsville High School
and Pulaski County Middle School retired. Pulaski County School District is placing a high need on induction of
the two new principals and the two new assistant principals.
2. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part D; Title III; IDEA; EHCY
A description of high-quality student academic assessments that the LEA and schools will use:
a.
To determine the success of children in meeting the State student academic achievement standards, and to provide information to
teachers, parents, and students on the progress being made toward meeting the State student academic achievement standards;
b.
c.
d.
To assist in diagnosis, teaching, and learning in the classroom in ways that best enable low-achieving children served under
applicable federal programs to meet State student achievement academic standards and do well in the local curriculum;
To determine what revisions are needed to projects so that such children meet the State student academic achievement
standards;
To effectively identify students who may be at risk for reading failure or who are having difficulty reading, through the use of
screening, diagnostic, and classroom-based instructional reading assessments;
The assessments to be used by the Pulaski County School System to determine the success of children in meeting
state student academic achievement standards are determined by the grade level of the students. All students,
including Homeless, English Language Learners, and Migrant are assessed at the appropriate grades with the
following assessments. Student assessments used at Hawkinsville High School include the Georgia Milestone End
of Course (EOC) in Physical Science, Biology, Coordinate Algebra, Analytical Geometry, U. S. History,
Economics, 9th and 11th Grade Literature; the Georgia High School Writing Test, ASSET Test, PSAT, ACT and
SAT. Pulaski County Middle School students will be assessed using the Georgia Milestone Assessment End of
Grade (EOG) in each grade level. Pulaski County Elementary School uses the GKIDS in Kindergarten, the EOG in
grades 3 – 5, All ELLs are required to be assessed annually using the ACCESS for ELLs assessment to determine
the students progress towards attainment of English language proficiency. Pulaski Elementary will administer the
DIBELS three times during the year to monitor progress and as a continuous assessment as needed for struggling
readers. Revisions are made continuously as formative assessments (such as benchmark tests, teacher-made tests,
rubrics, etc.) are reviewed. To measure reading comprehension, Pulaski County Elementary School uses Fountas
and Pinnell reading comprehension benchmark assessment three times a year in grades Kindergarten through fifth.
Pulaski County Schools uses a number of high quality academic assessments in addition to those identified by the
state to determine students' success: To determine success on standards and progress being made toward meeting
standards, and to inform teachers, parents, and students (e.g., state required assessments, benchmark tests, teacher
made tests, rubrics, computerized assessments); To assist in diagnosis, teaching and learning in the classroom (e.g.,
state required assessments, local or commercial tests and rubrics aligned to standards and curriculum and designed
to access students' specific knowledge base, teacher made tests and rubrics, computerized assessments, e.g.,
Odyssyware, Thinkgate,); To determine what revisions are needed to projects (e.g., rubrics aligned to standards and
curriculum and designed to access students' specific knowledge base, teacher made tests and rubrics, computerized
assessments); To identify students who have difficulty reading (e.g., state required assessments, standardized and
other commercially prepared screening and diagnostic instruments, computerized assessments – stand alone,
program integrated, and internet based, classroom-based instructional reading assessments and rubrics). At the
beginning of each school year all students receive a survey for parents to complete which includes questions
concerning housing. If a response leads to suspicion of homelessness, our Homeless and/or Parent Liaison confirm
this through a home visit. Through coordination with school personnel and other agencies these determinations are
also done throughout the year. The Home Language Survey is used for the initial screening for other language
students. It is included as part of the initial registration and for students as they enter school during the school year.
We have adapted the Home Language Survey from the GADOE to meet Pulaski County School System's needs.
Students entering our school district whose home language is not English are given the W- APT as soon as possible
after they enroll, if there are no records from the previous system. The school district has also incorporated the
Occupational Survey Form to screen for migrant family students. Below is a sample of the numerous resources used
by the Pulaski County School System to share our student needs and progress with: Teachers: Staff meetings
Professional Learning Opportunities, Memos, Team/Department/Grade level meetings, and Email. Parents,
students, and community: Open House for parents and community, Parent conferences and meetings to address
testing concerns, Newsletters, GADOE Website, Student report cards, I- Parent, System website, Local and area
newspapers, System Report Card, Letters and memos, phone calls, individual student test results, Email, PTO
meetings, Back to Basics Night at PCMS, Grade-level parent meetings at PCES, transition orientations for each
school, Facebook posts, and church bulletins.
3. Title I, Part A; Title I, Part C; Title I, Part D; IDEA; EHCY
A description of how the LEA will participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade
reading and mathematics of the National Education Statistics Act of 1994 and how the results will be used in the local educational agency.
Pulaski County School System will participate in the National Assessment of Educational Progress (NAEP) in 4th
and 8th grade reading and math if selected. All students in the Pulaski County School System including the
Homeless students will participate in the (NAEP) determination, if applicable. The data compiled will be analyzed
and disaggregated to determine the greatest needs for our students and will be used in making decisions for
improving instructional strategies. We are continually striving to meet national standards and will begin using
assessments on the NAEP website to guide instruction in the classroom. The Heart of Georgia RESA is
collaborating with schools to maximize on the resources that are available through NAEP. All reading practice test
items will be available for our 4th, 8th, and 12th grade teachers to use to guide instruction.
4. Title II, Part D; E-Rate
A description of strategies to share system progress, disseminate evaluation results, encourage broad stakeholder involvement, and market
the role technology can have in helping students achieve in innovative ways.
5. Title I, Part A; Title I, Part C; Title II, Part D; Title III; IDEA
A description of how the LEA will provide additional educational assistance to individual students assessed as needing help in meeting the
State’s challenging student academic achievement standards. The description must include the following:
a.
Specific mention of disadvantaged students, migrant students, limited English proficient students, and students with disabilities.
c.
Specific steps on how the LEA will utilize available funds to support after school programs (including before and after school and
summer school) and school-year extension programs.
b.
Specific steps the LEA will take to ensure that all students and teachers have increased access to technology.
Data is disaggregated to enable teachers and school leaders to identify which students need specific help to meet or
exceed standards. Pulaski County Elementary School and Pulaski County Middle School are Title I School-Wide
Schools, enabling the distribution of funds to benefit all students. Our at-risk students are served through ELL, EIP
and SpEd classes. Currently we have 23 identified ELL students, 6 of which are on Monitor status. Our ELL
students, along with all other at-risk students, have the opportunity to be served in our after school program.
Currently we have 11 school-age migrant students. Many strategies are used to ensure that the needs of
disadvantaged students are identified and met. These strategies include: Data disaggregation during the summer by
administrative team and during curriculum meetings throughout the year. At-risk students in K-5 will have the
opportunity to participate in the Flexible Learning Program (FLP) at PCES. After school tutoring, remediation, and
enrichment activities will be offered for at-risk students in grades 1 through 12 for five days each week beginning in
September through our 21st Century Community Learning Center grant. . Four weeks of summer school sessions
will also be a part of the 21st CCLC for at-risk students, including those who failed one or more portions of the
CRCT and/or EOCT or GHSGT. Beginning with the 08-09 school year HHS as a part of the PAGE High School
Redesign Initiative implemented strategies to actively engage all students in relevant work. Pulaski County Middle
School became a part of the Redesign Initiative in 2010. Credit recovery sessions using, Odysseyware and Virtual
School, are held at the high school throughout the year during after school sessions and summer school. Several
slots at the Alternative School are available for students with no discipline issues but who need to use credit
recovery to get back on academic track and graduate on time. All schools have access to the Classworks software
which includes ELL, grade level assignment, remediation, and enrichment components. Funds from State Extension
(20-extra-day) are used to support the after school and summer school programs. Pulaski County Elementary School
was a part of the Reading First initiative, which enabled the system to purchase a significant amount of additional
research based reading materials and provide professional development. This is to ensure that all children can read at
grade level by the end of third grade. PCES and PCMS teachers use the Online Assessment System for student
benchmark assessments. SpEd teachers attend the same CCGPS and GPS training as regular education teachers
and are expected to use the same CCGPS and GPS units as their counterparts in regular education. SpEd teachers are
included in other curriculum workshops, redeliveries, department meetings and grade level meetings. The number of
inclusion and co-teaching classrooms has increased; and whenever possible, the SpEd students are in the regular
education classroom to ensure that they have the opportunity to learn the same material as other children. Special
Education and regular education teachers have had extensive training in strategies to use in inclusion and coteaching classes. The system technology plan lays out the order in which teacher workstations and student computer
terminals will be upgraded and replaced. Title I and II funds are used to reduce class size in the high school,
elementary school and middle school. Title I funds are used to hire a half-time Parent Liaison, who helps coordinate
PTO meetings, parent advisory meetings, parent/student events, and ‘Parents-are-Teachers-Too' workshops. She
also is one of our major resources for home visitation for students at-risk for reasons of attendance and/or grades.
6. Professional Learning; Title I, Part A; Title I, Part C; Title II, Part A; Title II, Part D; Title III; Title VI, Part B; IDEA
A description of the strategy the LEA will use to coordinate programs under Titles I, II, III, IV, VI, Part B, Perkins, and IDEA to provide
professional learning on the integration of technology into the curriculum and instruction to improve and support teaching, learning, and
technology literacy. The description should include purchasing technology, available technology tools, distance learning opportunities, and
professional learning for teachers, administrators, pupil services personnel, any other staff, and parents.
As of the beginning of 2006 – 07, 100% of the administrators and teachers of the Pulaski County School System are
InTECH trained and use technology on a daily basis; whether it is for inputting or retrieving data, communication,
or developing and presenting instruction. With any new personnel coming on board, the emphasis has been to ensure
proficiency in technology skills. The present goal for technology professional development in our system at this
point is to expand on this knowledge to include more use of new and innovative technologies. Pulaski County
considers technology a tool in our instructional plan. We try to include an element of technology in all of our
professional learning opportunities and presentations. For example, we use PowerPoint, a SmartBoard panel and
CPS in professional learning sessions. Because we have acquired a large number of additional hardware through our
Comprehension School Reform Grant for the high school, Title II-D Technology Grants, SIG (1003g) Grant for the
high school, School Improvement Grant for the elementary school, Race To The Top funds for the middle school,
our local Education Foundation for all schools, and through local SPLOST funding for all grade levels, we hold
classes if requested or if a need arises after school, during the year and during the summer to assist teachers to
understand how to use the technology and give them the time to produce techno-rich lessons for the following year.
We have a Director of Technology at the central office level and technicians serving the schools. The director works
with the Assistant Superintendent to write and deliver professional learning. Some training, such as the ActivBoard
and SmartBoard training described above, is done in a PLU course format and at other times it is delivered in a jobembedded just-in-time process. To do this, training is delivered in short training sessions that show teachers exactly
what they need for a specific task. Updates are given as needed to give teachers time to practice and internalize the
skill before moving on. Technology Support Specialists and mentor teachers are keys to the integration of
technology. Mentor teachers work hard to teach other teachers ways to use technology to assess and display student
work. The Tech Specialists assist in this instructional process in addition to maintaining and supporting the networks
and various hardware components. Classroom teachers serving as mentors assist less tech-savy teachers in methods
to enrich daily lessons with technology. For example, the IT Teacher taught a 2 day class on web design. One of the
high school English teachers offered a seminar on the use of interactive whiteboards and one of the middle school
teachers provided one on one instruction with her colleagues on the use of classroom web pages for instruction. Our
Special Education teachers have been particularly creative in using technology to differentiate instruction.
Technology used in the classrooms for assessment, enrichment, and remediation include Thinkgate, Classworks,
Moby Max, Math Facts in a Flash, Raz-Kids, and Reading Eggs (for K). With Title I School Improvement funds for
FY10, seventeen classrooms were equipped with Smartboards and Renaissance Student Response Systems. The high
school and Alternative Learning Center offer credit recovery and initial credit courses using Odyssyware, and the
Georgia Virtual High School.
7. Title II, Part D
A description of how the LEA is addressing 8th grade technology literacy by including:
a.
b.
c.
Evidence of the tools or strategies used to determine an estimation of student technology literacy at all grade levels (or bands of
grade levels, such as PreK-2nd, 3rd-5th, 6th-8th, 9th-12th;
An estimation of the students’ school-based experiences with developing technology skills and technology literacy at all grade
levels (or bands of grade levels);
Evidence of the tools or strategies the system is implementing to ensure that all students are technologically literate by the end of
8th grade.
It is clear that technology will become an ever-increasing facet of daily life. It is essential, therefore, that if we are to
prepare our students for their lives after high school, we need to ensure that they are as technologically literate as
possible. Pulaski County Elementary School is a Schoolwide Title I school. The school wide model has allowed us
to implement technology systematically and equitably throughout the schools in Kindergarten through 5th grade. We
have used Title I, Title IIA, Title IID and Title V funds to move the professional learning of technology forward in a
seamless manner. Three-year technology goals and targets were established as part of the system technology plan.
The level of student technology has been measured to date by teacher observation and student self-assessment on the
annual perception surveys. Starting with the 2006-2007 school year, the level of student technology literacy will also
be measured through the GPS performance tasks. Rubrics will be used in establishing the baseline skills students’
need to possess in regards to the Technology Integration QCC’s. Teachers will receive professional development as
needed to insure they possess the skills to deliver instruction to students to meet these standards. These rubrics will
be used periodically to assess the student’s progress in achievement of these goals. Student expectations are as
follows at the completion of elementary, middle, and high school to show proficiency with technology skills: Fifth
Grade • Identifies basic technology tools. • Demonstrates understanding of basic technology and telecommunication
tools. • Operates basic technology tools and applications. • Uses multimedia tools to express ideas. • Recognizes
appropriate uses of information and information technology. • Uses basic research techniques with teacher guidance.
• Uses brainstorming/webbing software in planning, organizing, and prewriting. • Demonstrates ethical and legal use
of technology and information. • Demonstrates an understanding of the uses of technology and telecommunication
tools in society. • Demonstrates appropriate and effective care and use of technology tools. • Applies word
processing/desktop-publishing tools to facilitate the writing process. • Manages information with databases and
spreadsheets. • Uses telecommunication tools and online resources to communicate with others, gather information,
and express ideas. • Identifies and uses technology tools to solve problems with teacher assistance. • Manages
information with databases and spreadsheets Eighth Grade • Identifies basic technology tools. • Manipulates a
variety of similar hardware and software. • Demonstrates appropriate and effective care and use of technology tools.
• Operates basic technology tools and applications. • Diagnoses and corrects a variety of common technology
problems. • Creates, modifies, and edits documents using word processing and desktop publishing tools. • Creates,
manages, and utilizes information using database tools and applications. • Creates, manages, and utilizes information
using spreadsheet tools and applications. • Uses basic design principles to communicate effectively and enhance the
message. • Uses multimedia tools to express ideas. • Uses brainstorming/webbing software in planning, prewriting
and organizing. • Evaluates, selects, and uses telecommunication tools and online resources to communicate ideas
that persuade, describe, inform, or involve. • Uses telecommunication tools and online resources to correspond with
students locally and globally. • Recognizes the appropriate use of information and information technology. •
Demonstrates and advocates ethical and legal use of technology and information. • Uses technology and
telecommunications tools to locate, analyze, synthesize, evaluate, apply, and communicate information. • Uses a
variety of technology tools to solve problems. • Creates basic web pages using web-authoring software. • Uses a
variety of telecommunication tools to communicate the results of research projects. Ninth Grade – Twelfth Grade •
Demonstrates the essential skills for understanding, using, and managing technology tools. • Demonstrates the
ability to transfer technology skills into a significantly new situation. • Demonstrates skills and knowledge to
diagnose and correct a variety of common hardware and computer software problems. • Makes informed choices
between technology systems and resources based on the capabilities and limitations of the systems and the
requirements of the task. • Communicates and disseminates technology skills and knowledge in multiple ways. •
Demonstrates appropriate and effective care and use of technology tools. • Creates documents using most word
processing functions. • Creates documents using most desktop publishing functions. • Uses brainstorming/webbing
software in planning, prewriting and organizing. • Creates, manages and utilizes information using database tools
and applications. • Creates, manages and utilizes information using spreadsheet tools and applications. • Uses basic
design principles to effectively enhance communication. • Creates and shares multimedia presentations. • Creates
basic web pages using web-authoring software. • Combines or transfers information from different applications to
prepare and present information to solve content related problems. • Uses technology tools to convey information
and ideas, communicate, and collaborate at all levels from interpersonal to global. • Identifies uses of technology
and how it changes and affects the lives of people. • Demonstrates and advocates ethical and legal use of technology
and information. • Uses technology and telecommunications tools to locate, analyze, synthesize, evaluate, apply, and
communicate information. • Identifies open-ended, unresolved problems and selects and uses appropriate
technological resources to develop solutions to problems.
8. Professional Learning; All federal programs; E-Rate
A description of how the local educational agency will ensure that funds are spent on scientifically and/or evidence-based practices and
products for all programs including the purchase of technology and technology tools. Where applicable include how the practices and products
will impact student technology literacy.
Pulaski County School System's administration is adamant that funds for all programs including the purchases of
technology and technology tools are spent on scientifically and/or evidence-based practices and to ensure each
school follows its improvement plan. Funds are spent only on those products and services with proven results since
purchase orders are reviewed by school level and system level administrators. School level administrators receive
information on research-based principles at staff meetings. We have a specific process for identifying, selecting and
purchasing textbooks and other instructional materials. All materials must be research-based. When new materials or
technology are purchased we follow an in-depth training process. Typically we hold an informational training
session for principals, assistant principals and instructional coordinators. This is followed by an in-depth training for
teachers. If the training is provided by the vendor, we often bring them back after a few weeks to work with the
instructional coordinators because by that time questions and issues have started to arise. The instructional
coordinators and/or technology staff usually begin job-embedded sessions after the new product or technology has
been in place for two to three months. They are on the spot and ready to help teachers when they need specific,
individual help and they can address common issues during the common planning time meetings. Information from
a locally developed survey for all staff members was used to guide our professional learning plan which is on-going
and classroom-based and includes coaching and mentoring of teachers. System level professional learning
committee members review the student needs continually and match professional learning with these needs. For
example, 25% of our students did not meet standards at the 7th grade grade levels in math. Although our students
made strides in meeting standards on the math EOCTs, our teachers will continue to participate in on-going
workshops on evidence-based practices for improving math.
These workshops will be provided by the Heart of Georgia RESA and through individual consultants. Through the
CCGPS Training through the GADOE, all schools have teachers responsible for redelivery of strategies to peers. All
teachers who are teaching CCGPS subjects will be expected to incorporate these strategies; e.g., common planning
for high school teachers will ensure time for professional learning, and discussions concerning differentiated
instruction in the classroom. Pulaski County continually seeks to align professional learning with national standards.
Several years ago we began to explore how we could incorporate the Learning Focused Schools strategies.
Administrators and teacher leaders were trained in these concepts. We continue to encourage integration of these
principles, especially graphic organizers, acceleration principles, summarization, and vocabulary emphasis. As a
system, we have encouraged and endorsed teachers to pursue the addition of Gifted Certification. Through these
efforts we have increased the number of Gifted Certified teachers by nineteen in the last three years. Using these
teachers we have increased our Accelerated Content classes at the middle school. We also have several teachers at
the high school who have attended the AP training during the summer which enabled us to increase our AP class
offerings. Science and Health teachers are responsible, along with counselors, for implementing the Principles of
Effectiveness for Safe and Drug Free Schools and have been trained in specific research-based programs. These
programs include Good Touch/ Bad Touch, Choosing the Best Abstinence Program, which have been funded
through outside sources; Too Good for Drugs, Too Good for Violence at the Elementary and Middle schools, and
Project Alert and Mendez' Too Good for Drugs and Violence-High School. The Title IV Director provided
professional learning on the Principles of Effectiveness for Safe and Drug Free Schools.
The bodies of research on technology integration should be disaggregated to allow policy makers, school
administrators, and classroom teachers access to the most consistent data to make informed decisions. These
decisions should revolve around two critical components:
(1) the type of technology-focused professional development needed for classroom practitioners to integrate
technology in a manner that would result in increase of student achievement and
(2) the type of hardware and software needed to maximize achievement.
Pulaski County School System seeks to provide high-quality professional development programs with follow-up and
support that promotes knowledge and enhances skills related to the use of technology for productivity, teaching, and
learning. To accomplish these goals the media specialist, technology staff, and vendors will offer professional
learning and follow up professional learning if necessary.
9. Title I, Part A; Title I, Part C; Title II, Part D; Title III; IDEA, EHCY
A description of how the LEA will use federal funds to coordinate and integrate services with other educational services at the LEA or
individual school level such as:
a.
Technology, professional learning, curriculum, media, Title I, special education, and ELL programs;
b.
Even Start, Head Start, Reading First, Early Reading First, IDEA preschool, and other preschool programs, including plans for the
transition of participants in such programs to local elementary school programs;
c.
Services for children with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth,
Indian immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the
instructional program.
The Assistant Superintendent is responsible for Curriculum K – 12, Professional Learning, Federal Grants, Federal
Programs, and Homeless Liaison; which makes for easy coordination of timelines, budgets and programming. With
our small school system, it is easy to work closely with other administrators. The Special Education Director (IDEA
Flowthrough) and Technology Coordinator work closely with the Superintendent and Asst. Superintendent along
with school administrators to align projects and identify needs. Pulaski County School System is made up of a PreK, one elementary school, one middle school, one high school, and an alternative learning center. Pulaski
Elementary and Pulaski County Middle are Title I Schoolwide schools. The schoolwide model has enabled us to
coordinate and integrate programs, services and funding sources in a seamless manner. Title I funds provide
additional teachers to lower pupil-teacher ratio and a half-time parent liaison who makes home visits, assists in the
determination of needs for our Homeless students, and coordinates parent meetings. For FY 15 Title I funds will be
used to support a half time Literacy/Math Coach for grades K - 5. Title I funds are used for school supplies for our
Homeless students in our Title I schools and set aside for these supplies for identified Homeless students in our nonTitle I school.
Title II-A also pays for additional teachers through class-size reduction and makes it possible to provide professional
learning for teachers and paraprofessionals for retention and maintaining HiQ status. Title I, Part C supports migrant
students with the purchase of materials, staff for tutoring, and home visits during after school and summer school
remediation. The staff of ABAC Live Oak MEA continually offers their services to coordinate efforts to ensure
students receive continuous instruction. The elementary, middle, and high schools have locally funded Assistant
Principals for Instruction who work closely with the Asst. Supt. in researching professional learning for teachers and
paraprofessionals. They are instrumental in the coordination of federal and state funding in the purchase of
technology hardware and software that meet the needs of their specific instructional programs. They are also
responsible for working with state-sponsored initiatives such as textbook adoption and the training and redelivery of
the Common Core Georgia Performance Standards.
A description of how the LEA will develop strategies that prevent violence in and around schools and the illegal use
of alcohol, tobacco, and drugs including how the prevention activities meet the Principles of Effectiveness; involve
parents; and coordinate these efforts and resources with other federal, state, and community entities. In addition the
LEA must explain how evaluations of effectiveness will be used to refine, improve, and strengthen the program
strategies.
In Pulaski County School System, most of the drug, violence and tobacco standards are incorporated into the science
and health curriculums. Specific research-based programs have been selected based on needs identified through the
annual Safe and Drug Free Schools Survey. In addition we work closely with our local Sheriff's Department and the
Family Connections Agency to assist in the implementation of additional programs. The following drug and safety
programs target our state goals and meet the Principles of Effectiveness. These programs are taught by counselors,
Family and Consumer Science, Health or Science Education teachers, Resource Officer and/or integrated into the
regular curriculum by teachers: Good Touch – Bad Touch (taught by the Elementary Counselor and funded by local
funds) Character Education Series, Locally developed lessons addressing discipline issues, Botvin Life Skills,
Project Alert, Mendez Too Good for Drugs Elementary and Middle School levels, Mendez Too Good for Violence
Elementary and Middle School, and Mendez Too Good for Drugs and Violence – High School. The following lifestyle and decision-based programs are also presented to students: Choosing the Best in 7th and 8th with extensive
follow-up in the 9th grade(Paid for and presented by Family Connections personnel to seventh and eighth grade
students) CHAMPS (Taught by the Resource Officer to fifth graders with supplies furnished by our local Sheriff's
Department) Project Wisdom at the middle school, ADAP incorporated in the high school Health classes and
Drivers Education classes. The purchase of administrative radios and cameras, and the digital equipment to monitor
and record in schools is made possible through local SPLOST funding. We have recently received the needs
assessment results of the Safe and Drug Free Student Survey and will post a summary of these results on our website
for the benefit of parents and the local community.
10. Title IV
A description of how the LEA will develop strategies that prevent violence in and around schools and the illegal use of alcohol, tobacco, and
drugs including how the prevention activities meet the Principles of Effectiveness; involve parents; and coordinate these efforts and resources
with other federal, state, and community entities. In addition the LEA must explain how evaluations of effectiveness will be used to refine,
improve, and strengthen the program strategies.
In Pulaski County School System, most of the drug, violence and tobacco standards are incorporated into the science
and health curriculums. Specific research-based programs have been selected based on needs identified through the
annual Safe and Drug Free Schools Survey. In addition we work closely with our local Sheriff's Department and the
Family Connections Agency to assist in the implementation of additional programs. The following drug and safety
programs target our state goals and meet the Principles of Effectiveness. These programs are taught by counselors,
Family and Consumer Science, Health or Science Education teachers, Resource Officer and/or integrated into the
regular curriculum by teachers: Good Touch – Bad Touch (taught by the Elementary Counselor and funded by local
funds) Character Education Series, Locally developed lessons addressing discipline issues, Botvin Life Skills,
Project Alert, Mendez Too Good for Drugs Elementary and Middle School levels, Mendez Too Good for Violence
Elementary and Middle School, and Mendez Too Good for Drugs and Violence – High School. The following lifestyle and decision-based programs are also presented to students: Choosing the Best in 7th and 8th with extensive
follow-up in the 9th grade(Paid for and presented by Family Connections personnel to seventh and eighth grade
students) CHAMPS (Taught by the Resource Officer to fifth graders with supplies furnished by our local Sheriff's
Department) Project Wisdom at the middle school, ADAP incorporated in the high school Health classes and
Drivers Education classes. The purchase of administrative radios and cameras, and the digital equipment to monitor
and record in schools is made possible through local SPLOST funding. . We have recently received the needs
assessment results of the Safe and Drug Free Student Survey and will post a summary of these results on our website
for the benefit of parents and the local community.
11. Title I, Part A; Title II, Part D
A description of the poverty and school eligibility criteria that will be used to select attendance areas for schools eligible for funding through
Title I, Part A and school eligibility for grant opportunities through Title II, Part D.
Pulaski County School System does not rank order schools because we only have one school from each grade span:
elementary, middle, and high school. There are no schools in the system with a free/reduced meal percentage of 75%
or above
12. Title I, Part A; Title I, Part C; Title IV
A description of how teachers, in consultation with parents, administrators, and pupil services personnel, will identify the eligible children
most in need of services in Title I targeted assistance schools.
Pulaski County has no schools listed as Targeted Assistance for FY15
13. All Programs
A general description of the instructional program in the following:
a.
b.
c.
d.
Title I schoolwide schools,
Targeted assistance schools,
Schools for children living in local institutions for neglected or delinquent children, and
Schools for children receiving education in neglected and delinquent community day programs, if applicable
Pulaski County Elementary School: Pulaski County Elementary is a Title I School-wide School and these
resources are used for class-size reduction, Academic Coach, professional development activities stated in the plan,
and for the cost of instructional materials. The following programs have been consolidated within the school to
ensure that all students benefit from the plan: Title I, Title II-A, Special Education, Early Intervention Programs,
Gifted Education. After receiving notice that Pulaski County Elementary School was awarded the Reading First
Grant, much consideration was given to scheduling in order for all learners (including the special education
population) to participate in the delivery of the Reading First goals and components. A minimum of 120 minutes
was built in to each Reading period for grades K – 3. While this practice continues for kindergarten and first grade,
2nd and 3rd teachers have embedded the foundational aspects of Reading First within the Reading Workshop model
framework. More inclusion and co-teaching classes were added and paraprofessionals were organized to utilize
every learning segment. Measures to provide individual student academic assessment results in a language that
parents can understand is currently in place at Pulaski County Elementary School. When assessment results are
received and sent to the parents, an introduction letter explaining the numbers/scores, charts, and vocabulary
accompanies each result. The parents are also invited to make an appointment with the teachers for additional
interpretations of the results. Furthermore, teachers discuss the assessment results during the fall parent conference
sessions. Also, each student's academic strengths and weaknesses are discussed at each conference in order for
parents to reinforce the concepts at home. Parents are shown computer programs available for the students at school
and shown what is available online, including our new math textbook resources available for use at home. Every
effort is made at Pulaski County Elementary School to ensure that all parents understand and are able to interpret
assessment results. In addition to parents being invited to parent conference days, they also have special grade level
days in which they may visit classrooms and have lunch or breakfast with the children. An ESOL endorsed teacher
serves the ELL students during a regularly scheduled time each day. When students are not reaching the academic
standards noted in the School Improvement Plan or on Georgia Assessments, the parents are notified. If necessary a
home visit from our Parent Liaison discusses the availability of the After-School Program. Certified teachers direct
special math and reading classes during the after school hours to assist students in meeting standards. The after
school program is being expanded to five days a week as a result of the awarding of the 21st Century Community
Learning Center.
Pulaski County Middle School: The middle school has become a School Wide School, which will continue to
provide teachers professional learning activities and instructional strategies needed to work with students targeted as
a result of poor math achievement along with other at risk criteria factors. To increase learning and understanding,
teachers have the benefit of the use of the software Classworks, Moby Max, and Math in the Fast Lane. These
software and web based programs are used for remediation and enrichment. To better prepare students for high
school honors and AP classes, the middle school offers accelerated content classes in all core areas in grades 6, 7,
and 8. To help our struggling and at-risk students, after-school tutoring, remediation, and enrichment is provided
through the 21st CCLC, where students are also provided with an afternoon snack and bus transportation. Our
middle school counselor continuously counsels with the at-risk students and their parents to help keep them on track.
Connections classes are used to assist students to broaden their skills and to begin to develop career goals. Band,
Career Awareness, and Health and physical education are offered to all students in a non-discriminatory manner.
Beginning in FY15, approximately 25% of the 8 th graders will have the opportunity to earn one or more high school
credits in the areas of Physical Science and CTAE (Agriculture and Healthcare). During this Connections time
period students found to be at-risk are placed in flexible groups according to their performance on particular CRCT
domains. In these groups, weaknesses are addressed with additional instruction and with the aid of the specific
research-based software, such as Classworks and Moby Max. Too Good for Drugs and Violence and Project Alert,
alcohol and drug prevention programs that meet the Principle of Effectiveness is taught to seventh and eighth
graders through incorporating the objectives into the Health classes. Choosing the Best is taught by a member of the
Family Connections staff and is also done through the Health class.
Hawkinsville High School: The instructional program at Hawkinsville High School is designed to meet the needs
of all students. Entering freshmen will be on the college preparatory curriculum, that includes honors and Advanced
Placement classes and technical/ career preparatory curriculum, which includes a variety of technical/career classes.
The implementation of a school-wide reform model, Accelerated Schools Plus, began in the fall of 2005. This
reform was made possible through the Comprehensive School Reform Grant. The philosophy of this model is to
teach all students with the same strategies and methods customarily used to teach talented and gifted students. This
change in focus has helped to raise the expectations for all students and to get them more engaged in their learning.
For our students who have failed courses and are not on schedule for graduation, we offer credit recovery using
Odyssyware and Virtual High School. This is helping to insure that all students graduate on time HHS operates on a
six period-modified block schedule. With this type of schedule our students have the opportunity to work on the
standards for an entire school year, and also provide students with the choice of electives. Teachers will be allowed
to have common planning time that is used for collaboration and professional learning . A wide array of
technical/career programs is available to students on a non-tracked and non-discriminatory basis. These include
health occupations, business, information technology, family and consumer sciences, and agriculture. In FY 08 we
awarded new construction grants in our agriculture and information technology departments enabling us to purchase
new equipment in the amount of $260,000.
General Program Information It is the Pulaski County School System's policy to ensure equitable access to and
participation in its programs by all students regardless of their minority, income, or special needs status. These
efforts are at each school level as well as the system level. Class sizes for all programs are determined by the
number of students enrolled in each, and the state rule for maximum class size. Students are equally divided among
teachers in each program. Rhonda Black, Pulaski County School System Special Education Coordinator, along with
other administrators, advocates the equity of treatment of our special needs students. District-wide implementation
of the inclusion and co-teaching models of instruction is a major component of our vision of improving achievement
for all students. At any given time during the school day, an overwhelming majority of our special needs students
are scheduled into regular education classes. Our elementary school and middle school are Title I School-wide
School and these funds will be used in a supplementary manner to further reduce class size at the elementary level
and to provide additional support services including the Parent Liaison for both schools. Both schools will use its
Title I instructional funds to purchase high-quality, research-based materials that will supplement materials supplied
through local and QBE funding. ELL students will be served using a pull-out or push-in model during a regularly
scheduled period each day at the elementary level by an ESOL endorsed certified teacher. All at-risk students are
offered the opportunity to attend after-school and summer school sessions through our 21st CCLC grant program.
All students will be provided with instruction on drug and safety issues in a manner appropriate to their age and in
alignment with the health QCC and/or science GPS for their grade. Required materials and training has been funded
through Title IV, local or partnership funds. Programs paid with Title IV meet the Principles of Effectiveness.
Student services are provided through counselors and the school social worker. These programs are supplemental to
the required instructional services and are paid for with QBE and local funds. QBE funds will be used to fund the
programs and staff required by QBE. In addition, local funds will be used to supplement QBE funds to reduce class
size, provide paraprofessionals and to provide textbooks and other additional instructional materials. Title II-A funds
will be used to reduce class size and to provide professional learning to teachers. No schools for neglected or
delinquent students are located in Pulaski County.
Pulaski County has no Neglected and Delinquent Facilities in Pulaski County.
14. Title I, Part A; IDEA; EHCY
A description of the services the LEA will provide homeless children who are eligible to receive services under applicable federal programs.
The description should include the following:
a.
b.
c.
An assessment of the educational and related needs of homeless children and youths;
A description of the services and programs for which assistance is sought to address the needs identified;
A description of policies and procedures, consistent with section 722(e)(3), that the LEA will implement to ensure that activities
carried out by the agency will not isolate or stigmatize homeless children and youth.
Each school conducts a home survey update at the beginning of each year to enable our system to update our records
and to determine if there were any homeless situations of which we were currently unaware. In the past our
homeless liaison will make visits to these situations to update their status at the beginning of each year and
determine specific needs. And the school social worker is the key liaison between all of the social services and
community and civic groups who can bring resources to bear on the issue of homelessness. The school social worker
was able to bring community and school resources together to meet the needs of children and their families.
Beginning in FY14, because of the size of Pulaski County School District, our Homeless liaison is our social worker
so Pulaski County Schools will have one person working on strategies to ensure homeless children are not isolated
or stigmatized were developed with input from the school social worker, school counselors and administrators.
These procedures are shared periodically with school staff members during faculty meetings. Pulaski County has a
well-developed support system for transient families that can also be extended to the homeless. Churches, through
the Ministerial Alliance, contribute to an emergency fund which is administered through the Pulaski County Fire
Department. Our local Christian Hope Center administered jointly by volunteers from local churches has been used
for the emergency care. Administrators and other staff members are made aware of the system's obligation to serve
homeless children and youth through administrative meetings, school staff meetings, and postings on the system
website. Posters are placed in prominent businesses to promote awareness of resources available and local school
system personnel available.
15. Title I, Part A; Title I, Part C; Title II, Part D; Title III; Title IV; IDEA
A description of the strategies the LEA will use to implement effective parental involvement in all programs. The description must include the
following
a.
How the LEA included state and local government representatives, representatives of schools to be served, parents, teachers,
students, and relevant community-based organizations in the development of the Comprehensive Plan for Improving Student
Academic Achievement.
b.
How the LEA will provide the coordination, technical assistance, and other support necessary to assist schools in planning and
implementing effective parent involvement activities.
c.
d.
How the LEA will build school and parents capacity for strong parental involvement including how the LEA builds capacity to
support a partnership among the school, parents, and community.
How the LEA will coordinate and integrate parental involvement strategies under NCLB with other community based programs such
as Head Start, Reading First, Even Start, State operated preschool programs, etc.
e.
f.
How the LEA will conduct an annual evaluation of the content and effectiveness of parental involvement.
How the LEA will use data from the annual evaluation to design strategies for a more effective parental involvement policy.
g.
How the LEA will involve parents in schoolwide activities.
Pulaski County School System included input from members of local Board of Education, the Superintendent, the
Assistant Superintendent, the Special Education Director, a guidance counselor, a teacher representative from each
school, parents, and the parent liaison in the development of our parent involvement plan. The policy is reviewed
and updated on an annual basis. Survey data is analyzed and used to make revisions. Principals, teachers,
paraprofessionals, other staff members, parents and community members participate in surveys conducted in the
spring and summer of each year. Student achievement test data such as CRCT, GHSGT, EOCT, and the
System/School Report Card are used to gather student achievement needs. Beginning in FY15 the new Georgia
Milestone Assessments will replace the CRCT and EOCT and will be used to gather student achievement needs.
Teacher recruitment and retention needs are identified informally throughout the year through system level
administrative meetings.
The process culminates with the application and prioritizing of findings within a Needs Assessment Worksheet in
February and March. This Title II-A Worksheet allows the administrative/leadership teams from each school to list
and prioritize specific needs for their school. Upon receipt of these prioritized needs the system administrative team
is able to compile the information into a system level Needs Assessment.
Pulaski County Schools is a contributing member of the UGA Archway initiative; this is an initiative that links
Pulaski County with the University of Georgia. The Pulaski County Superintendent is a member of Rotary and on
the United Pulaski (An Economic Development Arm in Pulaski County) Board. Pulaski County Schools is a
member of the Hawkinsville-Pulaski Chamber of Commerce and Hawkinsville Family Connections. The
membership of the system or members of the system in the before mentioned organizations connects state and local
government representatives with school employees and parents. The CLIP is shared at family connections meetings
with a feedback sheet (paper copy as well as instructions for an online feedback sheet). Everyone in the community
is invited to the Family Connections meeting. The CLIP is also shared with the Archway Education Committee at
its meeting with the same opportunity for feedback available. When test scores are made available unofficial
changes are made to the current years CLIP and those changes are made available to Parent Advisory Committees
and the Archway Education Committee. This is done before GADOE opens up the CLIP for revisions, so this is very
preliminary information.
The parent policy is made available through our system's website and copies available upon request to each school.
The Assistant Superintendent and the District Title I Parent Liaison meets regularly with principals to discuss best
practices, as well as strategies to increase parental involvement. The HGRESA also provides PASS (Parents
Assuring Students' Success) workshops. The Pulaski County parent liaison works closely with teachers to
incorporate strategies. In compliance with our Parent Involvement Policy, examples of strategies incorporated by
Pulaski County School System are discussed in the paragraphs below.
Fliers will be sent home with every child at the beginning of the school year and the flier will explain the role of the
Parent Advisory Committee (PAC); as well as, invite all parents to be a part of the Committee. Every PAC meeting
will be advertised on the school’s marquee, on the school’s website, on the schools One Call Now notification
system, and on the school’s and federal programs Facebook pages. This process will allow all parents the
opportunity to come to the PAC meeting. This is important, because the PAC meetings are usually where the school
develops their parent involvement policy and the system gets feedback for the system policy.
During open house, Pulaski County Middle School has a Sixth Grade Orientation for parents. These parents are
given an overview of all of the classes in which their students will be enrolled during the year, including the
connections classes. These parents and their sixth grade children also have the opportunity to do a school tour;
meeting the teachers and experiencing the change of classes. The parent liaison and counselor at the elementary
school and the counselors at the middle and high schools will work to provide parent information/welcome centers
during Open House at each of our schools the afternoon and evening before the first day of school. During Open
House parents visit with the child's teacher/s, receive syllabi, and fill out surveys regarding expected activities and
opportunities for service for the upcoming year. During the first few weeks of school, Pulaski County Elementary
School has grade level parent meetings, in which parents are invited to come to the school and meet with the team of
teachers in the grade level their child is attending. This meeting is a little more one on one and informative than
open house.
As a result of survey information, school parent involvement committees will meet to review and define specific
activities for the remainder of the year. Pulaski County Elementary School and Pulaski County Middle School holds
an annual meeting to inform parents about Title I programs. The agenda and sign-in sheets are kept on file at the
local BOE office and at the school. All parent activities will have a data collection component built in for evaluation.
Hawkinsville High School conducts a spring 9th grade orientation meeting for the parents and the students that will
be entering the 9th grade the following year. This is an opportunity for parents to go over their student's schedule for
the next year and review their four-year plan. Meetings are also held in the fall with the Junior students and their
parents concerning the EOC, and other requirements for graduation. Parents of seniors are invited to Senior Night to
inform them of the numerous activities in which seniors will be involved during their last year at HHS.
The Pulaski County Special Education Coordinator organizes a stakeholders meeting for special education parents.
They have formed the 'Hand in Hand' group for parents of special needs children. A Special Education Parent
Mentor works very closely with all parents of special needs children in Pulaski County. Parents complete an annual
survey which gives insight as to improvements on communication and parent involvement. A strong emphasis is put
on parent concerns when writing IEP's and parent attendance at meetings. The Parent Mentor is instrumental in
assistance with communication with parents by making home visits and explaining grading system, state testing, etc.
The middle school and high school graduation coach worked closely with the SpED Parent Mentor to inform parents
of opportunities for remediation in preparation for the Georgia Milestone Assessments.
Special Education support services are available for students with IEP's who require these services. Support services
include tutoring and/or remedial services for students during an extended school year program, This was provided
through an additional two weeks, three days/week, instructional support for Reading and Mathematics, during the
summer.
Pulaski County School System and its schools have carried out the six requirements to build parents capacities to be
involved in the schools. These requirements and examples of how our system meets the criteria are listed below.
Assistance in understanding the State's content standards, academic achievement standards, assessments, monitoring
a child's progress, and working with educators: Distribution of the State DOE generated GPS brochures by grade
level. Providing parents with materials and training to assist their children: One of the successful activities for
Pulaski County Elementary School has been the Parents are Teachers, Too Night. Parents receive training from the
Principal, Instructional Coordinator, and several teachers on the different activities that can be done at home to
further enhance the instruction and learning that has taken place at school. Educating staff in the value and utility of
contributions: Pulaski County provides professional learning to teachers on working effectively with parents.
Coordinating and integrating parental involvement programs and activities and other programs (e.g., Head Start)
including other activities that encourages and support parents in increased participation Parental Involvement
programs for Title I, EIP, Special Education are integrated. Programs plan together, provide services together, and
evaluate the program. Ensuring that information is sent to the parents in an understandable language: School system
personnel make an effort to write materials that will be sent to parents in a user friendly language. The DOE
Transact program provides translated materials for other language families/parents. Providing such other reasonable
support as requested: In our parent liaison's office an assortment of parent resources is available for parents to use
and/or check out. Each school has its own Parent Involvement Policy which is included in their respective
handbook.
The following section is a copy of the Pulaski County School System Parent Involvement Policy:
PULASKI COUNTY SCHOOLS
PARENT INVOLVEMENT POLICY
2014-2015
Each school within Pulaski County School System shall jointly develop with, agree upon with, and distribute to
parents, a written parental involvement policy. The policy shall be updated periodically to meet the changing
needs of parents and the school and shall contain the following provisions:
I.
Convene an annual meeting at a convenient time, to which all parents of the school’s students shall
be invited and encouraged to attend, to inform parents of their school’s participation (if applicable)
under Title I and to explain Title I, its requirements, and their rights to be involved. Input from
attendees will also be sought in regards to Title I funds.
II.
Use district-wide and school level parent/business advisory councils to review/revise matters that
concern parental involvement, including the use of federal funds. Meetings will be held at convenient
time with support as necessary, transportation, translators, etc.
III.
Offer meetings using a flexible schedule, and may provide, with funds provided under federal
programs, transportation, child care, or home visits as such services relate to parental involvement.
Pulaski County School System schedules parent/teacher conferences during different times of the day
to accommodate parent schedules.
IV.
Involve parents in an organized, ongoing, and timely way, in the planning, review, and evaluation, and
improvement of programs under Title I (if applicable) including the system and school parental
involvement policies and the joint development of each school-wide program plan.
V.
Pulaski County Schools Title I Coordinator will provide coordination and technical assistance in order
to plan and implement affective parental involvement programs.
VI.
Provide parents of participating student timely information concerning:
A. Title I programs in each school. The Title I annual meeting provides information at the beginning
of the school year. A newsletter keeps parents updated as to available programs and or
resources. Strategies for school improvement will utilize input from parents.
B.
Results of the annual school review, including school performance profiles. A newspaper article
will provide school and system level results to the community.
C.
Individual student assessment results and interpretation of those results.
Each of Pulaski County schools will provide individual test results to parents of all students
tested. An individual assessment profile along with a written explanation of the results is sent to
the parents of each child. If parents are not able to interpret the assessment results, they may
request a conference with the student’s teacher, the school counselor or administrator or
request the assistance of the Parent Liaison.
D. A description and explanation of each school’s curriculum.
A description of each school’s curriculum is available for parent review through the main office
and/or the counselor of each school. The principal, instructional coordinator, and/or grade level
chairpersons are available to consult with parents and answer questions concerning curriculum.
E.
The local assessments used to measure student progress on the proficiency levels the students
are expected to meet. Each school will provide appropriate assessment information to the
parents of each child. The information shall be disseminated to parents in the form of an
individual report card, or performance profiles as developed by the Ga. Dept. of Education.
F.
Opportunities for regular meetings to formulate suggestions, share experiences with other
parents, and participate as appropriate in decisions relating to the education of their children.
Each school will provide the parents opportunities to complete a survey allowing input to be
given. As previously addressed, an advisory board has been established and meets on a regular
basis. The expressed purpose of these meetings is to discuss school programs and acquire
suggestions for program improvement.
G. Provide timely responses to parent suggestions.
VII.
Each school will provide assistance to parents in understanding such issues as national education
goals (ESEA), the Common Core Georgia Performance Standards, the school improvement process,
schoolwide requirements of Title I (if applicable), student assessments and their interpretation, and
ways they can participate in decisions that relate to the education of their children. This assistance
will be provided through numerous strategies such as: local newspaper articles, system/school
websites, newsletters, parent/teacher conferences, PTO meetings, advisory or school council
meetings, the Parent/Teacher Resource Center, and School and District social media sites.
VIII.
Each school will provide materials and training such as:
A. Information on health, safety, child development, etc. Books, videos, newsletters, calendars with
daily parent-child activities, and a variety of pamphlets are available to parents to help them
become fully involved in the education of their child and to understand their responsibility as a
parent.
B.
A Parent/Teacher Resource Center has been established at Pulaski County Elementary School.
Parents, as well as teachers, are invited to visit the center and review or check out appropriate
training materials. Parent brochures are also available through the counselor’s office at Pulaski
County Middle School and Hawkinsville High School.
IX.
The Pulaski County School System makes a concerted effort to educate teachers, pupil services
personnel, administrators, and other staff members as to the value of utilizing parents as equal
partners in the total education process. Parent Advisory Committees and School Councils are
composed of teachers, community business members, parents, and grandparents. These committees
cooperatively interact to plan, revise, and identify needs of each school. In addition, parent
volunteers are sought to assist in classrooms.
X.
Each school will coordinate and integrate parent involvement programs, activities and strategies with
each feeder school and other programs. Transition programs for parents and students will be
available for grades which advance to the next school level. Examples of activities are as follows:
A. A Pre-Kindergarten field trip is scheduled at the end of each year to Pulaski County Elementary
School for parents and students including a visit to kindergarten.
B.
Fifth grade students are given the opportunity to tour the middle school during school hours and
meet teachers and administrators. The annual Sixth Grade Orientation Program gives parents
and students the opportunity to review the handbook, meet teachers, and follow a mock
schedule at the middle school.
C.
During Ninth Grade Orientation eighth students and their parents visit the high school to learn
about the course requirements, elective options, and to meet staff members.
D. A senior parent meeting is held at Hawkinsville High School in the Fall to make the parents aware
of graduation requirements and important dates throughout their child’s senior year.
E.
Underclassmen grade level meetings are held in the Spring to allow parents the opportunity to
be a part of the scheduling process.
XI.
Information related to school and parent programs, meetings, and other activities, will be sent to
parents in the language understood in the home. When possible, an interpreter in conjunction with
the parent coordinator will be used to provide information to parents in the language in which they
speak.
XII.
Each school will help develop and encourage appropriate roles for community based organizations
and businesses to become involved in school activities. Schools will also encourage these
partnerships to include a role for parents.
Principals, teachers, paraprofessionals, other staff members, parents and community members participate in surveys
conducted in the spring and summer of each year. Student standardized achievement test data such as CRCT,
CRCT-M, GHSGT, EOCT, (In FY15 Pulaski County will transition into the Georgia Milestone Assessments) SLOs
and local school-level summative assessment data, and the System/School Report Card are used to gather student
academic needs. Recruitment and retention needs are identified informally throughout the year through system level
administrative meetings which include discussions of teacher and parapro projected vacancies and reductions in
staff.
The process culminates with the application and prioritizing of findings within a Needs Assessment Worksheet. This
Title II-A Worksheet allows the administrative/leadership teams from each school to list and prioritize specific
needs for each school.
Stakeholders are involved in the development of the equity plan through the revision of the System/School
Improvement Plans. These Plans are a culmination of collaboration of staff and community members prioritizing
system needs. The system administrative team compiles the information into the system level Needs Assessment.
16. Title I, Part A
A description of the actions the LEA will take to assist its schools identified as Priority Schools, Focus Schools, and Title I, Part A Alert Schools.
Pulaski County School system has one school that is a Focus School, Pulaski County Elementary.
Hawkinsville High School and Pulaski County Middle have no designation. Parents will be notified of the
ESEA designation with letters sent home explaining the new designations and during a parent meeting
during the summer.
Pulaski County Elementary School has been designated a focus school because the gap between our
highest achieving subgroup and our lowest achieving subgroup. Under the ESEA guidelines PCES will
design a Flexible Learning Program that will serve every student in the school during rotation time.
Because there is only one elementary school in Pulaski County, an intra-district transfer is not an option.
17. Title I, Part A
A description of the actions the LEA will take to implement Flexible Learning Program (FLP) for schools identified as Priority Schools, Focus
Schools, and (where applicable) Title I, Part A Alert Schools.
Pulaski County School system has one school that is a Focus School, Pulaski County Elementary, Hawkinsville
High School and Pulaski County Middle have no designation. Parents will be notified of the ESEA designation with
letters sent home explaining the new designations and during a parent meeting during the summer.
Pulaski County Elementary School will implement a FLP for the 2014-2015 school year. Pulaski County
Elementary School will offer the FLP to all students at Pulaski County Elementary School during normal rotation.
Pulaski County Schools will provide the students with small group assistance as well as technology assisted learning
using Classworks, Moby Max and other software. These services will be provided by the required Title I set aside.
Pulaski County Middle School and Hawkinsville High School have received no designation.
18. Title I, Part A; Title II, Part A and Title II, Part D; Title III; IDEA
A description of how the LEA will ensure that teachers and paraprofessionals meet the highly qualified requirements in Title I section 1119,
QUALIFICATIONS FOR TEACHERS AND PARAPROFESSIONALS. Description must include:
a.
b.
Highly Qualified trend data for LEA and school
Information about numbers of teachers (disaggregated by subject taught and grade level) who lack certification and who are NOT
designated as highly qualified;
c.
d.
e.
Activities of how the LEA will develop strategies and use funds to support teachers in becoming highly qualified;
The percentage of teachers and administrators who are technologically literate; the method(s) used to determine teacher and
administrator technology literacy; and strategies the school system will implement to increase the percentage of teachers and
administrators who are technologically literate;
A description of how the LEA will certify that all teachers in any language instruction educational program for limited English
proficient students that is, or will be funded under Title III, are fluent in English and any other language used for instruction,
including having written and oral communication skills;
Pulaski County School System has been diligently working with teachers and paraprofessionals within the system to
ensure that all have met the requirements for becoming and maintaining the status of being "highly qualified". At a
minimum, on a monthly basis, our superintendent or her designee has checked the Professional Standards
Commission website to check teachers and paraprofessionals highly qualified status. If a staff member showed up on
the list as not being highly qualified, research was done to determine the cause. Our system has encouraged our
Special Education teachers in their pursuit of becoming highly qualified in the field in which they teach. The
teachers that opted to take the GACE test to earn certification were reimbursed the cost by the system upon passing
the exam. The requirements of Pulaski Elementary School and Pulaski County Middle School, as Title I School-
Wide School are that all paraprofessionals have an Associates degree or have successfully taken the PSC
Paraprofessional test. All of our parapros have met this requirement.
Pulaski County School System has created a notice to be shared at the beginning of school and to new student
enrollees that describes for parents the definition of highly qualified and describes for parents how they can request
teacher qualifications for their child's teacher(s). This parents' "right to know" is written within the student handbook
for each school, which parents sign that they have read, and in a School System Newsletter sent home with each
student the first week of school. These notifications include the parent's right to inquire about their child's teacher's
certification for the area in which they teach, the college/graduate degree held by the teacher, and if the child is
served by a paraprofessional and if so, their qualifications. The Superintendent authors the newsletter and the
Assistant Superintendent ensures that this notification is included in the handbooks and keeps current copies of each
in their offices at the Board of Education. If it becomes necessary for the system to employ a teacher, e.g., a longterm substitute or a regular teacher, that is not highly qualified for more than 20 days we will follow NCLB and
ESAE waiver guidelines and the principal of the school will notify each student's parents by mail. The Asst. Supt. is
responsible to ensure that these letters are written and keeps copies on file in his office at the Board of Education.
At the end of FY14 100% of Pulaski County School System teachers and 100% paraprofessionals were HiQ.
Any teacher and/or paraprofessional not meeting the qualifications for being HiQ and those teachers holding an NT
certificate will have a written remediation plan. This remediation plan will be written at the time of hire or
reassignment. This remediation plan is developed by the Title II-A Coordinator, principal, and the teacher or
paraprofessional involved and includes what is needed for each to become HiQ and a timeline for completion. The
remediation plan will be signed by the II-A Coordinator, principal, and teacher or paraprofessional.
This remediation plan for non-HiQ personnel or a teacher with a non-renewable certificate is monitored quarterly by
the principal and Title IIA Coordinator. Included in the remediation plan will be documentation needed such as:
GACE scores, college transcripts, and/or professional learning course completion records. The plan is reviewed with
the personnel involved to ensure he/she is progressing within the assigned timeline for completion for becoming
HiQ.
We ensure that poor and minority children are not taught more frequently by the teachers who are not highly
qualified. Pulaski County School System has developed an Equity Plan which addresses teacher equity.
All ESOL teachers in Pulaski County have English as their primary language. The teachers for the ELLs are fluent
in English and have the necessary written and oral communication skills to be effective teachers, and work to
provide information to parents in the parents’ native language.
19. Professional Learning; and all federal programs
A description of how the LEA will provide training and/or incentives to enable teachers to:
a.
Teach to the needs of students, particularly students with disabilities, students with special learning needs (including those who are
gifted and talented), and those with limited English proficiency;
b.
c.
d.
Improve student behavior in the classroom;
Involve parents in their child’s educations; and
Understand and use data and assessments to improve classroom practice and student learning.
e.
Become and remain technologically literate.
Pulaski County has a systematic plan for providing Professional Learning that will meet the needs of our students
and match the LEA Improvement Plan. This plan has been funded by QBE Professional Learning funds, local funds,
Title I, Title II-A, Title VI, RT3 funds. A portion of our professional learning funds will continue to be used for
teachers to attend the GADOE Common Core Georgia Performance Standards training and updates. Also in
connection with the CCGPS, teachers have been paid stipends to work after hours and during the summer in the
development of course units. We allocate part of our Title II-A and Title VI funds to pay teachers stipends for
attending other summer workshops and trainings. This reduces our need to take teachers out of the classroom and
provides them with an incentive for working during the summer. The classes attended in the summer may include
AP Certification and classes offered through Heart of Georgia RESA.
Professional learning opportunities that are aligned with state academic standards are provided by HGRESA, ETTC,
GYSTC, and GLRS. We have had several of our teachers at the high school, the elementary media specialist and our
Technology Specialist staff use their expertise as in-house trainers for short courses, e.g., SmartBoard training and
Web Design. Since the system has a Focus School because of the achievement gap in math on the CRCT at the
elementary level a substantial amount of time and funding will continue to be utilized to address this concern
through professional learning opportunities for these teachers. To meet the needs of our students; e.g., increasing
achievement in Reading/English/Language Arts and Math at the middle school, we have modified class periods to
60 minutes. We will continue to offer professional learning in order to address the needs of the growing diverse
student population through workshops in Inclusion, Differentiated Instruction, and Classroom Management, and/or
other professional development areas which will be determined through individual observations and conferences
with the school administrators. Teachers found to need specific professional learning to address differentiated
instruction based on diverse needs of students will be provided this opportunity with the assistance of the Assistant
Principal for Instruction and the Assistant Superintendent. Teachers will also be able to express their needs through
a locally developed staff survey presented and submitted annually through the school system website. All
professional training received by system personnel is documented, filed and reported to the PSC.
20. Professional Learning and all federal programs
A description of how the LEA will develop a three-year professional learning plan that will be included in the LEA Comprehensive System
Improvement Plan according to the requirements in Rule 160-3-3-.04 PROFESSIONAL LEARNING.
Pulaski County School System strongly encourages each teacher to do a locally developed professional learning
survey in the Spring or Fall of each school term to assist in the development of the system professional learning
plan. In order for analysis of student and class results assessment data, each school develops a balanced scorecard
and the Superintendent inputs system data into the system balanced scorecard. A professional learning committee
comprised of the Assistant Superintendent for Instruction, the Technology Coordinator, school level Instructional
Coordinators, regular and special education teachers review both sources of data, teacher surveys and student
achievement, in the development of the System Professional Learning Plan for the coming year. These committee
members evaluate the effectiveness of programs currently in use and make revisions as needed. This information is
shared with the principals of each school and a summary of results is also shared with the teachers and staff.
21. Professional Learning; and all federal programs
A description of the activities that the LEA will carry out with program funds, including professional learning for teachers and principals and
how their activities will align with challenging state academic standards. The description should outline the LEA professional learning programs
and sources. The LEA professional learning programs should be consistent with nationally established criteria for quality professional learning,
with such characteristics as incentives, self-directed learning, and authentic connections to actual work.
The supplemental professional learning activities provided by Pulaski County fall into several categories all of
which conform to the guidelines presented in federal programs such as Title IA, Title IIA, Title IID, IDEA
Flowthrough, Title VI-B and also to the 12 standards described by the National Staff Development Council (NSDC).
Activities are provided for all staff including bus drivers, paraprofessionals, clerical professionals and school
nutrition personnel. We have a firm belief that everyone who works in the school system contributes to the academic
success of all children. Professional learning is based on specific needs:
a. Baseline classes: Learning Focus Schools, Differentiated Instruction and Common Core Georgia Performance
Standards
b. Induction: TSS, TIP, mentoring and coaching
c. Specific content classes: e.g. Algebra and middle grades science
d. Specific teacher needs: e.g. Classroom management or differentiation
e. Technology: As a topic e.g. ActivBoard, Video Production, PowerPoint, Smartboard, Ren. Responders
f. Technology: As a facilitation mechanism, e.g. PowerPoint, Software-specific training
g. Elementary Reading – Reading First professional learning series; Reading Workshop for 4th and 5th grades
h. Middle/High Reading – Struggling Readers' Workshops
i. Writing – State Writing Assessments; Writing across the Curriculum, Belita Gordon Writing Workshops
j. Critical Thinking Skills – Questioning Strategies
k. Georgia Performance Standards Training, CCGPS Training
l. Engaging Strategies from Working on the Work
m. Teaching Students of Poverty
n. Science/Social Studies – Nonfiction level books, AP classes, Gifted classes
o. Mathematics – Accelerated Math, AP Math, Problem Solving, Individual Consultant
p. Safe and Drug Free Schools: Bus Safety and Discipline, Drugs, Violence and Bullying, Positive Behavior
Intervention Stratagies
q. Teaching Endorsements - Reading, Gifted and ESOL.
After reviewing the federal definition of “high quality professional development”, in FY14, the system had 92% of
professional learning that was considered of high quality. 100% of Pulaski County teachers participated in a least
one high quality professional learning activity during FY 14.
22. Title I, Part A; Title I, Part C; Title I, Part D; Title III; Title IV, Part A
A description of how the LEA will notify private schools of availability of funds to serve eligible children in each applicable federal program.
In the Fall of each year, private schools with students who are residents of Pulaski County are contacted using
certified mail. They are invited to attend a consultative meeting to discuss the availability of funds to assist eligible
private school students and teachers for the following year. The letter includes the date, time and location of the
meeting, a response form gives the name of the Assistant Superintendent for Instruction, who is the Title I and IIA
contact. Arrangements are made for alternative meeting dates if the one originally selected does not meet the needs
of the private school. As of this writing all private schools have declined to take advantage of the opportunities
provided through these Title Programs. If any of the schools profess an interest in participation, the meetings would
be used to plan together for the services they need and a process for handling any complaints from the private
school.
23. Professional Learning and all federal programs
A description of the process the LEA will conduct annually to review and revise the LEA Comprehensive Plan for Improving Student Academic
Achievement.
Pulaski County School System receives updated test data and other information about students needs from the
GADOE in the spring. A system profile analysis is created in the summer and the summarized data is shared by the
Assistant Superintendent and/or the System Testing Coordinator at administrative meetings and by the principals at
staff meetings. The data is also presented to the local school board at the August meeting. The system and each
school will have Balanced Scorecards on which to record and report achievement towards stated goals. The
Balanced Scorecards display three years of data side by side. These Balanced Scorecards will be displayed in
prominent places within the schools and at the Board office for staff members to monitor progress and also for
parent and community information. This data will be used to update the current Comprehensive Local Improvement
Plan (CLIP) and establish new or reaffirm existing targets for subsequent years. We will identify trends in specific
content areas, subgroups, and other student information. We will also identify system/school strengths and
opportunities for growth. The system will compare current implementation plan strategies for effectiveness and
revise the plan as needed.
24. Title I, Part A; Title I, Part C
A description of how the LEA will provide supplemental support services for advocacy and outreach activities for migratory children and their
families, including informing such children and families of, or helping such children and families gain access to, other education, health,
nutrition, and social services.
Pulaski County School System uses the Occupational Survey provided by the GaDOE MEP Region 1 Office
coordinator to identify migrant students. Our system parent liaison/social worker makes contact with each migrant
family to determine case by case needs. Migrant students are evaluated academically like other students in the
school system to determine academic needs. All migrant students are eligible for Title I services, and receive
appropriate Title I services. In addition a referral is made to student services to indicate additional services may be
needed from that department. Additionally, specific activities to address the needs of migratory families are
provided. Such activities shall include informing children and families of, or helping such children and families gain
access to, other education, health, nutrition, and social services. Parent outreach is provided in a language that is
understood by the family if at all possible. The DOE TransAct program is used for translation as well as a private
consultant when needed. ABAC Consortium Staff will serve as resource staff to help develop the best service model
depending on funds and resources available. Parents are presented information on ESOL, special education, gifted,
and other educational programs. Information on health, nutrition and social services is presented using materials
from the migrant education agency. Presenters from local agencies such as, the Health Department, DFACS, and
County Extension office may be involved.
25. Title I Part A; Title I, Part C
A description of how the LEA will promote interstate and intrastate coordination of services for migratory children, including how the LEA will
provide for educational continuity through the timely transfer of pertinent school records, including information on health, when children move
from one school to another.
Pulaski County School System will follow system and state policies for transfer of students and has procedures in
place to provide a timely transfer of school records for all students but particularly for migratory students. We utilize
and promote available interstate and intrastate services available through the state and national migrant education
program, GADOE, ABAC Consortium and other local systems. School registration personnel will be provided
information and training on how to identify migrant students and read a Mexican birth certificate. The process of
transfer begins as soon as the parent/guardian provides the school with a formal signed release or by the request of
records from the receiving school. Records are then sent via FAX to the receiving school and followed-up by the
mailing of the hard copy.
26. Title I Part A; Title I, Part C
A description of how the LEA will identify and recruit eligible migrant families and youth moving into or currently residing in the district.
All schools will use the Occupational Survey Form provided by GaDOE MEP when new students are registered.
Forms with a "YES" in the relevant section will be referred to ABAC Consortium for further determination for
eligibility. The Migrant contact person collaborates with the Migrant Education Program and other community
agencies such as DFACS to provide appropriate services for identified families and children.
27. Professional Learning and all federal programs
A description of how the LEA will provide resources for the purpose of establishing best practices that can be widely replicated throughout the
LEA and with other LEAs throughout the State and nation.
During the School Improvement Planning process, the faculty and leadership committee reviews faculty and student
surveys and student data such as CRCT, ITBS, GHSGT, writing assessments, etc. (In FY15 Pulaski County will
make the transition to Georgia Milestone Assessment), to make decisions on curriculum adjustments to make,
programs to implement, professional development needs and how these special needs will be funded. The system
combines different sources of funding and resources to provide special projects and/or programs and professional
learning opportunities that support innovative and school based reform efforts. The system evaluates these efforts
annually to determine if they are meeting stated goals. Evaluation results are presented to staff members. Where
appropriate and feasible, administrators and/or staff members will redeliver strategies learned to the other schools'
staff within the system. Strategies for establishing and sharing best practices include: Creating a bank of unit plans
that are continually being developed among staff within and collaboratively with other schools, Utilizing system
staff and external Professional Learning experts to work with teachers to improve classroom instruction, Creating
teacher websites and discussion boards for teacher collaboration and sharing of ideas, Conducting book study groups
on relevant educational literature so that administrators and teachers can gain a broader view of the state of
education, All programs are evaluated at least annually to determine whether and how to expand exemplary concepts
throughout the school system, Teachers are encouraged to share their ideas for projects with their building-level
administrators and system departmental personnel concerning participating in topics, Assessment of teacher and
student technology literacy, Improving parental involvement and school-home communication; Seeking strategies to
address data analysis; Participating in Reading First and Accelerated Plus, two programs based on best practices;
Establishing professional learning communities that focus on best practices; Attending GLISI series and sharing
researched based principles; Building capacity by utilizing "in-house" experts on best practices; and Attending
conferences on best practices.
28. Title II, Part D; E-Rate
A description of how the LEA will take steps to ensure that all students and teachers have increase access to technology. Include the
strategies to be implemented to increase or maintain access to technology and to establish or maintain equitable technology access.
The mission of Pulaski County Schools is to educate students to be responsible, productive citizens who,
through continuous learning, will be able to adapt to the ever-changing global society. We have also
internalized the goal of the ‘Enhancing Education Through Technology Act of 2001', a portion of the No Child
Left Behind Act. That goal is to assist every student in crossing the digital divide by ensuring that every student
is technologically literate by the time the student finishes the eighth grade, regardless of the student's race,
ethnicity, gender, family income, geographic location, or disability. We will strive to bring global learning to
our students who live and learn in a low-income rural area. We will assist students, educators, parents, and
community members in accessing, analyzing, and preparing information so that they may become critical
thinkers, problem solvers, and productive citizens. We will strive to provide our teachers and students with 21 st
Century instructional materials, equipment, training, and sustained support. We will utilize members of the
Pulaski County Technology Services staff, HGRESA ETTC staff, local experts, and outside experts to provide
technology related opportunities and support to improve student achievement and productivity.
The Pulaski County School System vision for technology use includes the desire to implement the following:
Offer students, teachers, administrators, and parents mobile and high speed access to current information to
empower problem solving, decision making, and collaborative learning;
Develop authentic models for accessing student achievement and diagnosing data to differentiate
instruction and maximize achievement;
Provide equal opportunities and assistive technologies for students with special needs or disadvantaged sub
groups;
Provide 21st Century standardized equipment and resources in all academic classrooms;
Provide on-going professional development for our educators and administrators in the use and
implementation of technology into the classroom to maximize learning and to differentiate learning to
meet the needs of all students;
Restructure classroom instruction to make it valid, goal-oriented, and connected to 21st Century technology;
Allow students to work on areas of individual interest at their own pace with immediate feedback, the
opportunity for self-evaluation, and continuous progress and success;
Engage in continuous evaluation of instructional practices and technology integration to monitor student
and teacher technology literacy in accordance with National Technology Literacy standards;
Provide a web-based grade book and parent interface for the secure access of student attendance, grades,
progress monitoring, and other data regarding the students' academic standing;
Create baseline standards for classroom technology and initiate system wide purchasing policies;
Provide high performance, web-based software with adequate training to administrative personnel that will
allow easy data collection and distribution to school personnel;
Provide current, web-based information to inform the community of overall student requirements,
performance, and achievement;
Extend the availability of school technology resources to our students outside of the classroom;
Extend the availability of school technology resources to the community.
The vision of the Pulaski County School System is to provide state of the art technologies to our students and staff,
provide professional learning opportunities to assist teachers in the use of these technologies to produce maximum
student achievement, and to provide support to ensure the success of these initiatives. Technology integration will
enable us to prepare our students for future careers. Our classrooms will be enriched with real life performance
tasks, collaborative planning and completion of assignments by diversified groups of students. Textbooks will be
one of many resources used by students who complete research, hypothesize, and complete experiments and
scientific studies using computers, Internet resources, and high tech software. Research findings and experiment
results may be shared using interactive whiteboards, LCD projectors, podcasting, blogging, professional and
attractive charts and graphs created with computer software, and possibly new technology that becomes available by
2011. Our classrooms are student centered where the teacher serves as a coach guiding his or her students through
new and exciting learning experiences. Administrators, Board of Education members, and other stakeholders engage
in data driven decision making as a result of current data being available through the use of technology. The Pulaski
County School System believes that the skillful use of technology can be an integral part of producing successful
21st Century citizens who are collaborative problem solvers and critical thinkers.
Pulaski County Schools utilizes the following data sources to collect valuable data for informed technology planning
decisions.







Annual technology budget which identifies:
o Capital purchases and support expenditures.
o New and alternative funding sources.
Professional Development Assessment which identifies equitable training between schools and identifies
professional learning needs in technology.
Ongoing gap analysis of equality of technology resources between schools.
Ongoing benchmark assessment which identifies strengths and needed improvements in our technology
department as perceived by teachers, administrators, and support staff.
Annual technology inventory submitted to State Department of Education which includes:
o Definition of "modern computer specifications" which leads to replacement of dated equipment.
o Ratio of student to computers to ensure adequate technology access in all school settings.
Annual technology literacy assessment to evaluate students.
Levels of Technology Integration tool used to determine a teacher's effective use of technology in the
classroom.
29. Title II, Part D; E-Rate
A description of the LEA’s long-term strategies for financing technology to ensure that all students, teachers, and classrooms have access to
technology, technical support, and instructional support.
Pulaski County has always participated in the E-Rate program and has recently received confirmation that some of
its applications have been accepted at the 90% level. This will enable us to move more rapidly to replace some of
the aging student computers and to upgrade our infrastructure to support future growth in student numbers and
functionality. We aggressively pursue grants and have been very successful in that arena. We have also been
successful in renewing our SPLOST and a good portion of those funds are targeted toward technology. Additionally,
the local board of education demonstrates its commitment to technology by funding the majority of the regular
operating budget of the technology department with local funds. Pulaski County Schools have entered into a 3 year
lease agreement with a major computer supplier to ease the funding burden while ensuring that current equipment
will be available in the schools.
*
Instructional Goals
Goal 1
Continually update and improve 21st Century technology access.
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible
Person
Provide LAN/WAN
and wireless access
robust enough to
handle streaming
video, and distance
learning applications
The district's
network (both
wireless and wired)
will be stable and
capable of providing
high speed access to
online resources by
2014 .
Annual technology
inventory
SPLOST
Director of
Technology
E-rate application
will be filed to apply
for discounted rates
for Internet
E-rate applications
will be filed
annually for any
Annual technology
budget
Local Funds
E-Rate awards
Amount: $50,000
Eligible E-rate awards
excluding end-user
equipment. Local Funds
Director of
Technology
connectivity, basic
maintenance of
internal connections,
eligible hardware
and the district's
phone system
eligible services.
Provide access to
updated computer
workstations, LCD
projectors, student
response systems,
and other
multimedia
equipment for
instructional
purposes
Schools in the
system will review
and acquire, as
appropriate, 21st
Century equipment
for each classroom
by 2014
Goal 2:
Amount: Awards
contingent upon USAC
Annual gap analysis
Title I
Director of
Technology,
Title II
SPLOST
Local Funds
E-rate awards
Amount: $500,000
School
technology
contacts, Director
of Curriculum
and
Instruction/Title I
and Title II
Director
Improve student academic performance, technology literacy, and motivation.
Strategies
Benchmark
Evaluation
Method
Funding
Source/Amount
Person Responsible
Utilize
motivational,
instant feedback
test practice
materials both in
print and online to
assist students in
preparation for
state testing.
Students passing the
CRCT and the
GHSGT will
increase 8% in all
subject areas below
the 90th percentile
over the next three
years.
Annual
software/technology
utilization report
Title I
Technology Director
Local Funds
Graduation Coaches
Amount: $30,000
Technology contacts
Utilize a credit
recovery system
for students in
middle and high
school who are not
passing at the end
of each semester.
The District will
evaluate available
programs and
implement by 2014 .
Annual gap analysis
Title I
Graduation Rate
Title II
Student Retention
Rate
Local Funds
Expand our use of
online credit
courses such as
Odyssey or
Georgia Virtual
School to
accommodate
students who must
work or have other
family obligations
in order to
increase our
graduation rate
The District will
evaluate available
programs and
implement by 2014 .
Director of Curriculum
& Instruction/Title I
Director
Director of
Technology
Graduation Coaches
Amount: $75,000
Annual graduation
rate
Title I
Director of Curriculum
& Instruction/Title I &
Title II Director
Director of
Technology
Local Funds
Annual
software/hardware
utilization report.
Amount: $50,000
Director of Curriculum
& Instruction
Graduation Coach
Utilize software to
disaggregate data
for the purpose of
differentiating
instruction and
increasing student
achievement in all
subgroups
including special
education.
The District will
evaluate available
software and
implement by 2014 .
Ensure that
technology is an
integral
component of the
instructional
program and
assess student
technology
achievement.
Schools in the
system will update
technology
curriculum and
assess technology
literacy in relation to
NETS technology
standards.
Annual Gap Analysis
Director of
Technology
Title I
Title II
Graduation Coaches
Local Funds
Amount: $50,000
Goal 3
Annual technology
literacy assessment.
Local Funds
Technology Director
Amount: $7,000
Utilize technology to support the professional growth of all staff to maximize student
learning.
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible
Person
Increase technology
trained staff
members to increase
teacher training and
technical support.
The system will add
at least one full or
part-time technology
position by 2014 .
Annual gap analysis
Local Funds
Director of
Technology
Develop 10 hour
technology training
courses that align
with technology
goals and teacher
requests.
The level of
technology
integration will
increase by 30%
from level 3 to level
4 in relation to the
LOTI evaluation
instrument.
Annual training
needs survey
Amount: $40,000
Professional
Learning Needs
Assessment
Local Funds
QBE Staff Development
Funds
Amount: $15,000
Director of
Curriculum &
Instruction
Director of
Technology
Technology
Contacts
Administrative Goals
Goal 4
Increase the application and use of technology to enhance job performance and
productivity.
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible
Person
Provide teachers and
administrators
technology
equipment using
system wide
80% of technology
purchases will be
coordinated by
Central Office
Technology
Department by 2014
Annual Gap Analysis
Local Funds
Director of
Technology
Annual Technology
Inventory
Title I, II, VI
Annual
Eligible E-rate awards
excluding end-user
Technology
Contacts
purchasing.
.
software/hardware
utilization report
equipment
Title I, II, VI
Director
SPLOST
Amount: $200,000
Include a section in
faculty/staff
evaluation form to
include technology
proficiency.
All faculty/staff will
attain intermediate
proficiency levels in
job related
technology
applications by 2014
.
Provide current
information about
Professional
Learning Units and
training
opportunities using
web-based software.
Purchase and
implement a system
to create electronic
back up of vital
transcript, financial,
personnel, and other
pertinent documents.
LOTI
Local Funds
Software/Hardware
Utilization Report
Amount: $10,000
All faculty/staff will
be able to access
current and
complete
information
regarding PLUs by
2014 .
Annual
software/hardware
utilization report.
Local Funds
Installation and
document creation
system for
electronic retention
by 2014 .
Annual
software/hardware
utilization report.
Director of
Technology
Director of
Curriculum &
Instruction
QBE Professional
Developments Funds
Curriculum
Department
Human Resource
Department
Amount: $20,000
Local Funds
Technology
Director
Amount: $50,000
Human
Resources
Parent/Community Use of Technology Goals
Utilize technology to enhance community communication and provide additional
standards based material.
Goal 5
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible
Person
Provide parents
access to the
homework
assignments and
assistance through
teacher and
standards based
websites
Monitor teacher
website updates and
parent use of school
sponsored websites
Quality Website
Rubric
Local Funds
Technology
Director
Involve Parent
Coordinators in all
technology training
to increase use of
instructional
technology after
school hours.
Increase parent
coordinators' and
parent's knowledge
of available
technology by 50%
over the next three
years.
System Readiness Goals
Amount: $20,000
Nettrekker Usage
Report
Monitor content and
participation in
Parent Coordinator
Workshops
Principals
Title I
Technology
Director
Title II
Amount: $50,000
Director of
Federal
Programs/Parent
Coordinators
Goal 6
Insure that all system personnel and stakeholders are educated and involved in the
implementation of the vision for the use of technology.
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible Person
Adopt a "train the
trainer" model to
more fully
implement the
vision of the use of
technology.
Increase
knowledge of the
district's vision for
technology by 50%
over the next three
years.
Review of system
website, newsletters,
and training
presentations.
Local Funds
Technology Director
State Professional
Development funds
Director of
Curriculum &
Instruction/Director
of Professional
Development
Upgrade the data
connectivity
between all schools
and the central
office as increased
bandwidth
becomes available
Purchase additional
bandwidth
connections at each
school
Negotiations with
local Internet service
provider.
Update local
Internet Safety
Policy to include
policies on
hacking, cyber
bullying and
pornography.
Policies will be in
place to handle any
incidence of
hacking, cyber
bullying or
pornography on the
school system
network.
Review of local
Internet Safety
Policy
Amount: $50,000
Director of
Technology
Local Funds
E-rate
Amount: $25,000
Director of
Technology
N/A
Superintendent
Board of Education
30. Title II, Part D
A description of how the LEA will evaluate the extent to which technology integration strategies are incorporated effectively into curriculum
and instruction. Describe how the LEA will ensure ongoing integration of technology into school curriculum and instructional strategies so that
technology will be fully integrated.
Instructional Goals
Goal 1
Continually update and improve 21st Century technology access.
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible
Person
Provide LAN/WAN
and wireless access
robust enough to
handle streaming
video, and distance
learning applications
The district's
network (both
wireless and wired)
will be stable and
capable of providing
high speed access to
online resources by
2014 .
Annual technology
inventory
SPLOST
Director of
Technology
E-rate application
will be filed to apply
for discounted rates
for Internet
connectivity, basic
E-rate applications
will be filed
annually for any
eligible services.
Annual technology
budget
Local Funds
E-Rate awards
Amount: $50,000
Eligible E-rate awards
excluding end-user
equipment. Local Funds
Amount: Awards
Director of
Technology
maintenance of
internal connections,
eligible hardware
and the district's
phone system
Provide access to
updated computer
workstations, LCD
projectors, student
response systems,
and other
multimedia
equipment for
instructional
purposes
Goal 2:
contingent upon USAC
Schools in the
system will review
and acquire, as
appropriate, 21st
Century equipment
for each classroom
by 2014
Annual gap analysis
Title I
Director of
Technology,
Title II
SPLOST
Local Funds
E-rate awards
Amount: $500,000
School
technology
contacts, Director
of Curriculum
and
Instruction/Title I
and Title II
Director
Improve student academic performance, technology literacy, and motivation.
Strategies
Benchmark
Evaluation
Method
Funding
Source/Amount
Person Responsible
Utilize
motivational,
instant feedback
test practice
materials both in
print and online to
assist students in
preparation for
state testing.
Students passing the
CRCT and the
GHSGT will
increase 8% in all
subject areas below
the 90th percentile
over the next three
years.
Annual
software/technology
utilization report
Title I
Technology Director
Local Funds
Graduation Coaches
Amount: $30,000
Technology contacts
Utilize a credit
recovery system
for students in
middle and high
school who are not
passing at the end
of each semester.
The District will
evaluate available
programs and
implement by 2014 .
Annual gap analysis
Title I
Graduation Rate
Title II
Student Retention
Rate
Local Funds
Expand our use of
online credit
courses such as
Odyssey or
Georgia Virtual
School to
accommodate
students who must
work or have other
family obligations
in order to
increase our
graduation rate
The District will
evaluate available
programs and
implement by 2014 .
Director of Curriculum
& Instruction/Title I
Director
Director of
Technology
Graduation Coaches
Amount: $75,000
Annual graduation
rate
Title I
Director of Curriculum
& Instruction/Title I &
Title II Director
Director of
Technology
Local Funds
Annual
software/hardware
utilization report.
Amount: $50,000
Director of Curriculum
& Instruction
Graduation Coach
Utilize software to
disaggregate data
for the purpose of
differentiating
instruction and
increasing student
achievement in all
subgroups
including special
education.
The District will
evaluate available
software and
implement by 2014 .
Ensure that
technology is an
integral
component of the
instructional
program and
assess student
technology
achievement.
Schools in the
system will update
technology
curriculum and
assess technology
literacy in relation to
NETS technology
standards.
Annual Gap Analysis
Director of
Technology
Title I
Title II
Graduation Coaches
Local Funds
Amount: $50,000
Goal 3
Annual technology
literacy assessment.
Local Funds
Technology Director
Amount: $7,000
Utilize technology to support the professional growth of all staff to maximize student
learning.
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible
Person
Increase technology
trained staff
members to increase
teacher training and
technical support.
The system will add
at least one full or
part-time technology
position by 2014 .
Annual gap analysis
Local Funds
Director of
Technology
Develop 10 hour
technology training
courses that align
with technology
goals and teacher
requests.
The level of
technology
integration will
increase by 30%
from level 3 to level
4 in relation to the
LOTI evaluation
instrument.
Annual training
needs survey
Amount: $40,000
Professional
Learning Needs
Assessment
Local Funds
QBE Staff Development
Funds
Amount: $15,000
Director of
Curriculum &
Instruction
Director of
Technology
Technology
Contacts
Administrative Goals
Goal 4
Increase the application and use of technology to enhance job performance and
productivity.
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible
Person
Provide teachers and
administrators
technology
equipment using
system wide
80% of technology
purchases will be
coordinated by
Central Office
Technology
Department by 2014
Annual Gap Analysis
Local Funds
Director of
Technology
Annual Technology
Inventory
Title I, II, VI
Annual
Eligible E-rate awards
excluding end-user
Technology
Contacts
purchasing.
.
software/hardware
utilization report
equipment
Title I, II, VI
Director
SPLOST
Amount: $200,000
Include a section in
faculty/staff
evaluation form to
include technology
proficiency.
All faculty/staff will
attain intermediate
proficiency levels in
job related
technology
applications by 2014
.
Provide current
information about
Professional
Learning Units and
training
opportunities using
web-based software.
Purchase and
implement a system
to create electronic
back up of vital
transcript, financial,
personnel, and other
pertinent documents.
LOTI
Local Funds
Software/Hardware
Utilization Report
Amount: $10,000
All faculty/staff will
be able to access
current and
complete
information
regarding PLUs by
2014 .
Annual
software/hardware
utilization report.
Local Funds
Installation and
document creation
system for
electronic retention
by 2014
Annual
software/hardware
utilization report.
Director of
Technology
Director of
Curriculum &
Instruction
QBE Professional
Developments Funds
Curriculum
Department
Human Resource
Department
Amount: $20,000
Local Funds
Technology
Director
Amount: $50,000
Human
Resources
Parent/Community Use of Technology Goals
Utilize technology to enhance community communication and provide additional
standards based material.
Goal 5
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible
Person
Provide parents
access to the
homework
assignments and
assistance through
teacher and
standards based
websites
Monitor teacher
website updates and
parent use of school
sponsored websites
Quality Website
Rubric
Local Funds
Technology
Director
Involve Parent
Coordinators in all
technology training
to increase use of
instructional
technology after
school hours.
Increase parent
coordinators' and
parent's knowledge
of available
technology by 50%
over the next three
years.
System Readiness Goals
Amount: $20,000
Nettrekker Usage
Report
Monitor content and
participation in
Parent Coordinator
Workshops
Principals
Title I
Technology
Director
Title II
Amount: $50,000
Director of
Federal
Programs/Parent
Coordinators
Goal 6
Insure that all system personnel and stakeholders are educated and involved in the
implementation of the vision for the use of technology.
Strategies
Benchmark
Evaluation Method
Funding Source –
Estimated Amount
Responsible Person
Adopt a "train the
trainer" model to
more fully
implement the
vision of the use of
technology.
Increase
knowledge of the
district's vision for
technology by 50%
over the next three
years.
Review of system
website, newsletters,
and training
presentations.
Local Funds
Technology Director
State Professional
Development funds
Director of
Curriculum &
Instruction/Director
of Professional
Development
Upgrade the data
connectivity
between all schools
and the central
office as increased
bandwidth
becomes available
Purchase additional
bandwidth
connections at each
school
Negotiations with
local Internet service
provider.
Update local
Internet Safety
Policy to include
policies on
hacking, cyber
bullying and
pornography.
Policies will be in
place to handle any
incidence of
hacking, cyber
bullying or
pornography on the
school system
network.
Review of local
Internet Safety
Policy
Amount: $50,000
Local Funds
Director of
Technology
E-rate
Amount: $25,000
N/A
Director of
Technology
Superintendent
Board of Education
31. Title II, Part D
A description of how the LEA will encourage the development and utilization of innovative strategies for the delivery of specialized or rigorous
academic courses and curricula (e.g., distance learning).
We have leveraged the funds received through Title IID and V by implementing a high-tech integrated media system
which has increased the ability of teachers and students to conduct research. It has also streamlined the work of the
media specialists so they can spend more time working with students and teachers and less time with rote check-in
and check-out procedures. We encourage teachers and administrators to think creatively in the planning process and
encourage them to come up with innovative ways to increase the rigor of our curriculum. We have been able to fund
these innovations, at least in part, through Titles IID and V. We offer a number of Advanced Placement and
accelerated classes at the middle and high school. Each grade level at the elementary school has an advanced class
that is being taught by a gifted certified teacher. Some of the curriculum at the middle school will be tied to service
learning projects. This will increase the rigor of the curriculum by increasing the relevancy of the students'
performance based projects.